Factors that shape leadership practices

Students in general education K-2 classrooms may exhibit behaviors characteristic of Emotional or Behavioral Disturbances (EBD), but due to the fact that these students have not received special education services yet, they are in the classroom without special education supports. General education teachers find themselves ill-equipped to work with such students whose needs exceed their expertise, thus resulting in loss of instructional time and an increased level of frustration. In addition, school principals may lack adequate knowledge to address the challenges these students present. This qualitative, multi-case study examined teachers' and principals' perspectives on administrative support for teachers who were struggling to work with students with challenging behaviors as well as on the effectiveness of an SEL program. The findings suggest that the conceptual framework of the social-emotional leader provides administrative support with coaching and mentoring, professional development, parental involvement, empathy, encouragement, and an open-door policy. The results also suggest that the implementation of an SEL program on a regular basis contributes to a positive classroom climate; however, it does not affect the student with challenging behaviors. It is recommended that school districts take a closer look at the K-2 grade classrooms and provide schools with sufficient funds and resources.